Motivation and Awareness in Use of Incidental Stimuli in a Conceptual Learning Situation

Abstract

In a conceptual learning situation involving factual material that was focally presented by means of projection on a screen, the performance of two groups of equal reading ability was examined to determine the effects of motivation and awareness on the use of incidental and high-intensity stimuli. Motivation and awareness had significant effects on the test performance of Ss who received incidental cues.